Pediatric Physical Therapy Note Taking Guide PDF

DPT 0619 Management Across the Lifespan: Pediatric Patient W2b Note Taking Guide for Lecture Slide Deck 2.10: Starting a Child in Pediatric Physical Therapy Overview of PT evaluations: Step 1: Interview to identify child’s needs Also look at Family concerns Step 2: Examination and evaluation of chil...

DPT 0619 Management Across the Lifespan: Pediatric Patient W2b Note Taking Guide for Lecture Slide Deck 2.10: Starting a Child in Pediatric Physical Therapy Overview of PT evaluations: Step 1: Interview to identify child’s needs Also look at Family concerns Step 2: Examination and evaluation of child in the context of their daily routines and activities Assess: 1. Mobility 2. Muscle and joint function 3. Strength and endurance 4. Cardiopulmonary status 5. Posture and balance 6. Oral motor skills & feeding Collaborative with other practices 7. Sensory & neuromotor development 8. Use of assistive technology Individuals with Disabilities Education Act (IDEA): includes pediatric PT for children from birth to 21 y.o. who are eligible for early intervention (Part C) or special education (Part B) Section 504 of the Rehabilitation Act: provision of reasonable accommodations, including PT, for individuals with disabilities who are protected from discrimination For related services (OT), not for educational purposes Americans with Disabilities Act: Protects rights of all individuals with disabilities Pediatric PT: supports use of evidence-informed practice, which is the integration of research findings, clinical expertise, and family priorities and preferences -Use EBP to collaborate with families, health care providers & educators to provide best practice Pediatric PT Practice Settings - Natural learning environments - Home, Childcare Centers, Preschools & Schools, Job Sites - During medical conditions & acute care episodes - Hospitals & Clinics Slide Deck 2.11: Family Centered Care: Families Play an Important Role Caregivers have primary role in child’s development PT + Caregiver Collaborations = individualized programs Family-Centered Care Improves the patient’s & family’s experience with health care, reduces stress, improves communication, reduces conflict, and improves the health of children o Parental stress o Cultural Spiritual Care o Siblings Needs o Parenting Styles o Care Burden Family Resilience o Quality of Life o Information Seeking (emotional and physical) o Social Support o Decision Making Supporting Families Coordinating services Advocating Assisting with enhancing development Collaborating Coaching Assisting Families with enhancing development Positioning during daily routines and activities Adapting toys for play Expanding mobility options Using equipment effectively Assisting Families Continued: Safety in home and community Education on child’s physical and health care needs Assistance with transitioning o Early childhood to school o School to adult life Slide Deck 2.12: Applying the ICF Model to Pediatric PT F-Words - Family, Fun, Fitness, Friends, Fxn Child, Family, Caregivers always in the center Slide Deck 2.13: Models of Team Interaction in Pediatric PT Unidisciplinary -Professional works independently of others. Intradisciplinary- Members of the same profession work together without significant communication with members of other professions. Multidisciplinary- Professionals work independently but recognize and value the contributions of other team members Interdisciplinary- Individuals from different disciplines work together cooperatively to evaluate and develop programs. Transdisciplinary- There is teaching and ongoing work among team members that transcend traditional disciplinary boundaries. Primarily in early intervention Collaborative- All team members work together in equal participation and consensus decision-making. -Team interaction of transdisciplinary model is combined with integrated service delivery model. -Coaching: a form of a collaborative team interaction. Slide Deck 2.14: Models of Service Delivery in Pediatric PT Direct model: PT is the primary service provider to child. - Specific therapeutic techniques can’t be delegated - Traditional model - Emphasis on new motor skills Integrated model: in educational settings PT’s contact is not only with child but also with the teacher, aide/paraprofessional, and family. The service is generally delivered in the learning environment and the method of intervention is educationally related—activities with an emphasis on practice of newly acquired motor skills during the child’s daily routine - Apply it to participation & activities Consultative model: PT’s contact is other health professionals and the teacher, aide/paraprofessional, parent, and child. All personnel, except the therapist, implement the activities and interventions. Monitoring: PT remains responsible for outcome of the intervention. PT often is not providing direct intervention, but maintains in regular contact with child to check on child’s status & to instruct others. - is an important element of transition from direct or integrated services to no services. Collaborative model: Combination of transdisciplinary team interaction + integrated service delivery. -Key element of this model: collaboration among therapists and others right from beginning -Teams must strive for collaboration and consensus -Work together to support the child’s participation in everyday activities and learning - Right from the start